Unit 4 Exploring Poetry Reading (3)教案-2024-2025学年高中英语牛津译林版(2020)选择性必修第一册

课 时 教 案 课题：Reading (3) U4B4 第　3　课时 总序第21个教案 课型： New lesson 编写时间:2024年9月24日 执教时间：2024年9月27日 教学目标： 批　注 analyse the writing techniques of this lecture transcript. 教学重点： analyse the writing techniques of this lecture transcript. 教学难点：analyse the writing techniques of this lecture transcript. 教学用具：Multi-media 教学方法：Group work, discussion 教学实施过程： 1. Have students retell the four tips on how to read a poem with their textbooks closed. When doing this, they can use the following expressions. first, grasp, detect, rhymes ... second, approach, complex, contradictory, dig up clues ... third, interpret, patience, set aside, remote, rewarded, constantly ... finally, appreciate, logical, inner beauty, perceive ... Four tips on how to read a poem First, follow your ears. If the true meaning is beyond your grasp, pay attention to the sound of it. For example, read the poem aloud to detect the rhythm or rhymes. Second, approach the poem as if you were an explorer in an unfamiliar landscape. Ask some basic questions about the poem. Sometimes, several images are combined. This combination is often complex or even contradictory. As you slowly explore your surroundings, you will start to dig up clues that give you a greater understanding of the poem. Third, if you find it hard to interpret the meaning of a poem at the moment, just have some patience. You can set it aside and come back to it later. Sometimes reading a poem can be a lifelong job. Finally, you do not have to fully understand a poem to appreciate it. You might need to 批　注 abandon logical thinking to discover its true inner beauty. Reading poetry will surely be enjoyable and let you perceive another level of meaning. 2. Have students discuss the following question in groups and share their opinions with each other. Apart from the four tips given by the lecturer, what other tips can you give on how to read a poem? From my point of view, to understand a poem better, we should also know more about the poet and the background in which the poem was created—the theme of a poem usually has a close relationship with the background in which the poet wrote it. 3. Have students finish B1 on page 47s. (1) set aside (2) remote (3) complex (4) contradictory (5) Interpreting (6) rewarded (7) constantly (8) dig up 4. Have students finish B2. 1)noun + verb-ing: painstaking, heartbreaking, time-consuming, eye-catching 2)noun + verb-ed: snow-covered, handmade, tongue-tied, sun-dried 3)noun + adjective: lifelong, world-famous, homesick, duty-free 4)adverb + verb-ing: everlasting, fast-flowing, bestselling, far-reaching 5. Have students read the tip of “Reading a text critically” on page 46 and finish question 2 of A3. Yes, I agree. There are other aspects of poetry that can be appreciated besides the poet’s message. I recall reading “Sonnet 18” by William Shakespeare. The language was quite difficult to understand, but because of the sound aspects, I appreciated its easy flowing rhythm and rhymes. It was very pleasant to read—like a song. I hope to understand its full message one day. 6. Have students finish B3 on page 47. 教学反思： 学科网（北京）股份有限公司 $$